The Developing Individual in a Changing World

Klaus F. Riegel (1925-1977) was a professor of psychology at the University of Michigan, Ann Arbor. His books include Psychology, mon amour: A countertext, Foundations of Dialectical Psychology, and Psychological Studies in Bilingual Performances and Cross-linguistic Differences. John A. Meacham is distinguished professor of psychology at the University of Buffalo. His current research interests include the influence of student diversity on teaching and learning and the science of teaching for and assessment of undergraduate teaching and learning. He has served as a consultant for the Association of American Colleges and Universities' Asheville Institute on General Education and initiated the concept of prospective memory.

IV: Environmental conditions and the development of the individual; 1: The responsive environment: Interdisciplinary developmental issues; A: Environmental Ontogeny: a Cognitive View; B: Environmental Reciprocity: a Socio-Emotional View; C: Histories and Futures: Aspects of a Study of The Child's Relation to the Land and the City; 2: Effects of nutrition on development; A: Role of Nutrition in Human Development; B: Malnutrition In Infancy And Intellectual Development; C: Protein Malnutrition in Monkeys; 3: Effects of communication media on child development; A: The Means of Instruction in the Attainment of Educational Goals; B: Cognitive Effects of Visual Media; C: Television and the Development of Social Behavior; V: Social organizations and the development of the individual; 1: Variations in home-based early education: Language, play, and social development; A: The Construction and Selection of Environments: Design of the Study; B: Play: The Elaboration of Possibilities; C: Language: The Formation of Discourse; D: Social Development: Enriching Connections; E: The Emperor's New Clothes; 2: Comparison of model preschool programs; A: Remarks About Curriculum Implementation; B: Short-Term Cognitive Effects of Eleven Preschool Models; C: Dimensional Analysis of Preschool Programs; D: Comparing Model Preschool Programs; VI: Interaction in social groups and the development of the individual; 1: Social interaction and personality development; A: Social Perspective-Taking Training; Empathy and Role-Taking Ability of Preschool Children; B: Levels and Patterns of Social Engagement and Disengagement from Adolescence to Middle Adulthood; A: Education as an aid to Adaptation in the Adult Years; D: Interaction of Personality, Ses, and Social Participation in Old Age; D: The Generation Gap: Imagination or Reality?; F: Affluence, Reciprocity, and Solidary Bonds; 2: Variations in infant-caretaker interactions; A: Family Interaction in The Newborn Period: Some Findings, Some Observations, and Some Unresolved Issues; B: The Relation of Infant's Temperament and Mother's Psychopathology to Interactions in Early Infancy; C: Mother-Infant Interaction, Attachment, and Mother's Psychopathology; D: Cohort Effects and Apparent Secular Trends in Infant Research; 3: Sibling influences on the development of the individual; A: Sibling Position, Sex of Child, and Maternal Involvement; B: On the Extent of Sibling Influence; C: Sibling Interaction and Cognitive Development; D: Social Class, Family Size, and Cognitive Performance; E: The Assessment Of Stability And Change In Peer Interaction Of Normal Hearing And Deaf Preschool Children